e-Learning: a student's perspective: a phenomenological investigation.

Permanent URL: http://hdl.handle.net/2047/d20002123
Title:
e-Learning: a student's perspective : a phenomenological investigation
Creator:
Antoine, Julia E. (Author)
Contributor:
McNabb, Joseph W. (Advisor)
Bermudez, Angela (Committee member)
Dougherty, Margaret (Committee member)
Beltz, Lynda (Committee member)
Ferry, Thiana (Committee member)
Publisher:
Boston, Massachusetts : Northeastern University, 2011
Date Accepted:
May 2011
Date Awarded:
August 2011
Type of resource:
Text
Genre:
Doctoral theses
Format:
electronic
Digital origin:
born digital
Abstract/Description:
This phenomenological investigation focused on the exploration of the lived experiences of students who had dropped out of traditional four year colleges and returned to complete their degree by e-Learning. The goal of this investigation was to gain a new understanding of the psychological, motivational, and ethical aspects of continuing a four year college education through an e-Learning environment.

The data included in-depth interviews with the participants on their perceptions and experiences in achieving a baccalaureate degree by e-learning after dropping out of a traditional four year college program. To enhance the rigor and trustworthiness of the study, the researcher engaged in member checking, reflexive and methodological journaling, and analysis. Phenomenological data analysis procedures followed recommendations by Creswell (2005) and Moustakas (1994). Specifically, the analysis was conducted using the modified van Kaam method proposed by Moustakas (1994), with a semi-structured interview format (Leedy & Ormrod, 2010).

Results of the study are presented as descriptions of how participants perceived the impact of e-Learning on their educational, personal and professional lives. Five thematic categories emerged from the interviews: (a) flexibility; (b) academic integrity; (c) satisfaction; (d) the importance of the teacher; (e) a diminishing need for support as the learner proceeds through the e-Learning process. Categories consisted of one or more related themes. Consideration is given as to how the researcher's experiences and beliefs played a role in the study. Strengths, weaknesses, and considerations of the study findings are offered as are implications of the study for practice and for future research.
Subjects and keywords:
education
educational evaluation
connectivism
e-Learning
Moustakas
online learning
phenomenology
psychological perceptions
Education
DOI:
https://doi.org/10.17760/d20002123
Permanent Link:
http://hdl.handle.net/2047/d20002123
Use and reproduction:
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